Discussion Guide Table of Contents

BEHIND THE SCENES OF THE NATION’S LONGEST RUNNING LGBTQ YOUTH THEATER

THE YEAR WE THOUGHT ABOUT

LDISCUSSIONOV GUIDEE

1 The Year We Thought About Love Discussion Guide Table of Contents

4 Goals for the Film

12Sexual 21 orientation & Family Support 5 gender About the Film 6 True Colors Troupe 7 How This Guide Works

Preparin8g for your role as facilitator 2 25 28 Interse31ctionality: 39 School based Religion & LGBT understanding support Youth multiple Handouts aspects of identity

61 Acknowledgements 3 Goals for the For all viewers ,the film will: Share stories of LGBTQ youth, primarily Film of color, in their own voices.

Demonstrate the power of theater in finding one’s voice, and in claiming and sharing one’s own story.

For LGBTQ youth, the film will: Reduce isolation by hearing stories from LGBTQ youth who advocate for themselves.

Encourage the seeking of support from other youth and adults.

Model work of LGBTQ artists and activists.

For friends, family, teachers, and the communities that serve LGBTQ youth, the film will: Increase empathy and understanding for LGBTQ youth.

Empower viewers to provide support to LGBTQ youth.

Acknowledge the power and wisdom of LGBTQ youth to advocate for themselves.

4 ABOUT THE FILM

he Year We Thought About Love is a 68-minute documentary film, which goes behind the scenes of one of the oldest queer youth theater troupes in America, as its members write a play about love. What happens when a diverse group of LGBTQ* youth dares to be “out” on stage to reveal Ttheir lives and their loves? Boston-based True Colors: OUT Youth Theater transforms daily struggles into performance for social change. With wit, candor, and attitude, the cast of characters captivates audiences surprised to hear such stories in school settings. When Boston Marathon bombs explode outside their building, the troupe becomes even more determined to share their stories of love to help heal their city. * lesbian, gay, bisexual, transgender, queer, and questioning

5 TROUPE MEMBERS FEATURED IN FILM

Alyssa, 18, begins Ayden, 17, searches Because Chi, 22, Giftson, 19, can make the film as Dellandre throughout the film for believes his personal anyone laugh and longs and soon claims her a comfortable gender relationship with God for a life in professional transgender identity, expression--having helps him to survive, theater, but a personal transitioning as the film modeled dresses he is deeply troubled tragedy and money progresses. A complex on the runway, she by his Southern Baptist worries force him to relationship with her ultimately identifies church’s strict condem- focus on a different life mother comes to a with a combination of nation of homosexual- path. head, both on and off masculine and feminine ity. stage. styles. She shares her process of dealing with sexism and racism.

Kriss, 21, is frank and Although Roxas, 17, Trae, 15, has confidence Nick, 34, is an experi- honest--both in de- faces physical danger and energy to spare, enced youth theater di- scribing themself as in his neighborhood but her bad luck with rector, but the stress of genderqueer and open partly due to his vis- love has closed her unexpected challenges to all pronouns, and in ibility as a gay man, his off to anyone new. An and his upcoming wed- looking forward to a mother supports him active member of her ding are affecting him. carefully planned first and provides a safe school’s Gay-Straight He allows himself to be date. home environment. Alliance, she surprises vulnerable by shar- her classmates with an ing his struggles and onstage kiss during a dreams with the troupe. performance.

6 HOW TO USE THIS GUIDE The guide provides multiple interactive activities to generate This discussion guide is for dialogue by specific topics. These young people, friends and topics include: families of LGBTQ youth, and the adults who serve Sexual Orientation and LGBTQ youth in educational, healthcare, religious, and Gender community-based settings. The guide is designed Family Support to support three distinct discussion formats. School-Based Support

Format A Format B Religion and LGBTQ Youth You invite audience You host a panel members to stay discussion after after a screening for a screening. We a short discussion. provide some Intersectionality: We provide a planning tips for sample 30-minute designing a panel Understanding Multiple agenda for this on p. Y of this guide. Aspects of Identity format on p. X of this guide. Theater and Youth

Format C Development Work After a screening, you invite back interested viewers for a longer discussion as a way to examine more deeply the issues raised by the film. Most of this guide consists of sample activities and ways to design an agenda for a 1 ½ hour workshop, beginning on p. Q.

7 An essential part of planning is assessing your own experience, knowledge, and comfort level in leading activities that involve Preparing concepts related to issues in the film. How comfortable are you in discussing issues of gender identity, sexual orientation, race, for your gender expression, and other issues that relate to the identities of characters in the film? You might need to do some homework. role as One piece of prep work might be to review transgender and queer terminology. Check out the glossary at: http://www.theyearwethoughtaboutlove. facilitator com/resources/#Terms

Resources for Helpful Links http://www.umass.edu/ Allies: stonewall/uploads/ Another piece of prep work might be to watch the film with an eye to how people listWidget/12992/How to Be an Ally to LGBT use certain terms to describe themselves, and become familiar with how they People.pdf are used.

http://community. Still another might be to review how the development of the idea of pflag.org/document. Intersectionality has evolved and how it can help describe the effects of race, doc?id=139 gender, and sexual orientation on young people like those in our film. You can start with reading the introductory section in our guide on intersectionality on p. 32.

You could review the exercise on p. 36, regarding how to respond to bias and microaggressions in film discussion.

Another possibility might be to invite a co-leader with expertise in areas where you have less familiarity.

Your job also includes assessing your workshop audience’s experience, knowledge, and comfort level around these same issues. For instance, a group of LGBTQ youth who meet regularly will naturally have considerable experience discussing gender and sexual orientation. Nevertheless, we feel that every group can benefit from thoughtful discussion of any of the issues that the film presents. We encourage you to create a workshop atmosphere that supports all participants as active, engaged learners whose lived experiences shape how they react to the film and to the discussions you lead.

8 Your Role as Facilitator

As the facilitator of any of the formats for discussion, you will need to plan for your event 3. Remember the importance of safe and design an agenda. Here are the steps: spaces and establishing ground rules, especially for a long format workshop. 1. Set goals and choose activities (from this guide or elsewhere) to meet them. For an example see: https://www.cmu. edu/teaching/solveproblem/strat- dontparticipate/groundrules.pdf Sample goals you might choose:

• Participants will increase their 4. Do you lack direct experience with understanding of LGBTQ youth challenges LGBTQ youth? If so, consider inviting a and opportunities. co-facilitator from a local agency as a • Participants will commit to volunteer, resource. donate, or share information about local LGBTQ youth resources. 5. Compile or borrow a list of local • Participants will recognize and keep in LGBTQ youth resources (Refer to mind that there is a larger context of social national list in resources section of the issues in the U.S. of which queer issues film’s website for ideas). are an important part.

2. Set an agenda for your discussion or workshop with times allotted for activities. See pages 10-11 for varying format descriptions 3. Develop outreach to recruit attendees.

4. Target your choices of activities to the audiences you expect (youth, family and friends, LGBTQ youth providers, general public).

5. Tell the filmmakers how it went using the following survey monkey link: https://www. surveymonkey.com/r/DZ99PTM

Preparing for your training:

1. Make a list of what you need to set up room, gather materials.

2. If your screening is not in a movie theater, make sure in advance that the equipment works with your copy of the film.

9 FORMAT A FORMAT B 30-minute post-screeing discussion 30-minute post-screening panel discussion

Sample agenda for ½ hour discussion when no cast The panel could be drawn from the following: members are present young LGBTQ people (at least two), a parent, an educator, a youth worker, or a service provider (eg. health, mental health, social work). After the film, facilitator distributes large index cards and markers to each participant and invites everyone to: If you have the chance to invite members of the • Write down a question or comment about the film’s cast to your panel, the audience will readily film you would like to be discussed/addressed generate questions for them. You can contact us by the group. (3 min.) through the website if you wish to request the participation of cast members. • Turn to the person next to you and in pairs, share one thing that stood out for you in the film. (3 min.) Sample agenda for ½ hour panel discussion • During pair work, facilitator collects cards and chooses some to discuss. Encourage the Facilitator introduces panel members, or each group (not yourself) to explore answers and panel member introduces themselves saying either comments. If few questions get generated, one thing in the film that resonated for them, or one choose from sample questions list (see below). thing about themselves. (3 min.) (20 min.) • Distribute list of local LGBTQ youth resources Facilitator directs questions, perhaps from sample (2 min.) questions list. (see below) (20 min.)

You may choose to start the conversation with Distribute list of LGBTQ youth resources. (2 min.) some of the following questions, especially if you do not have enough questions generated by the Ask everyone to turn to the person next to them group. and share one action they will take as a result of • Which character stuck with you the most and seeing the film, or a strong feeling or insight that why? they gained. (5 min.) • Describe a moment in the film that spoke to you. What made it powerful to you? Sample questions to panelists • Describe a moment that confused you or left • What parts of the film resonated with your own you with more questions. experience? • How did you feel at the end of the film? • Why is it important for LGBTQ youth to tell their Why? stories to peers and adults? • What is one thing you learned from the film? • What challenges and supports do you see in this community for doing theater work with • What is the role of storytelling for these LGBTQ youth? young people? • How does living with multiple aspects of • The film covers multiple kinds of love: identity (intersectionality) affect LGBTQ youth self-love, romantic love, familial love, and differently from their straight counterparts? religious love. How does being LGBTQ both complicate and enrich experiences in these • What can a member of the audience do if they categories of love? want to support LGBTQ youth? • What are the pros and cons of being out, • What local opportunities exist for LGBTQ youth sharing your authentic self with those you to a) find their voices and express themselves, love and with the larger community? b) be creative in other ways or, c) be part of a supportive community? • Who is heard, and who is not heard in the True Colors theatre troupe? What topics are discussed? How is this different or similar from other groups in which youth participate (school, church, etc.)? 10 FORMAT C 1 ½ hour workshop

Sample agenda for 1 ½ hour training 1. Icebreaker (5 min.) 2. Safe space guidelines review (see handouts, p. 52) (10 min.) 3. 3-4 topic related activities (15 min. each) 4. Distribute list of local and national LGBTQ youth resources (5 min.) 5. Evaluation and closure (Head, Heart, Feet) (see handouts, p. 38) (10 min.)

ICEBREAKERS A quick icebreaker can make everyone feel included in your workshop. Use one of your favorites, or choose from the following list: http://www.ydnetwork.org/Icebreakers

Sample Icebreaker Activity: Counting - 10 min, Goals: ensemble, focus • Invite everyone in the group to find a place of their own on the floor, and lie down. (can also be done sitting with eyes closed) • Coach group into breathing as one. • Goal of activity is to count to 20 (or however many people are in the room) without talking over each other. If two people count at the same time the count goes back to 1. • Discussion: What makes this activity succeed? What are the different ways of participating? Is stepping back taking part? • Note: This activity can also be repeated at the end of the workshop, so the group can see a noticeable improvement in the way they listen to one another and focus together.

SAFE SPACE AGREEMENTS Safe Space agreements are basic agreements about how you will work together during shared workshop time.

Their purpose is to make the space comfortable for every single participant. Ask for suggestions for a safe space. Write agreements on chart paper or the board, and as you facilitate discussion, refer to them if necessary. Have all people in the room vote to agree to honor the list. Examples of common agreements: • What’s said here stays here • Be respectful • It’s OK to take risks; we’ve got your • Step up, step back back • “One mic, one diva” - one person • “Don’t yuck my yum” - be respectful speaks at a time of other people’s tastes 11 Sexual Orientation and Gender

OBJECTIVES to increase comfort in discussing topics related to LGBTQ concerns

12 Learning Key Terminology (15min) For an extensive list, please visit this website: Activity I http://transwellness.org/wp-content/uploads/2013/12/Trans-and-Queer-Terms-HTWG.pdf

Review definitions: Gender Identity • having an overlap of, or indefinite lines between, One’s internal, personal sense of his or her own gender- gender identity; -a person’s inner sense of “being” male, female, neither, • having two or more genders (being bigender, or both. Many people have a gender identity of “man” or trigender, or pangender); “woman” that is also consistent with their assigned sex • having no gender (being agender, nongendered, at birth or gender attribution, while others do not. Many genderless,genderfree or neutrois); people believe in a more fluid gender identity than simply “male” and “female.” • moving between genders or having a fluctuating gender identity (genderfluid); or Gender Expression • being third-gender or other-gendered, a category How a person expresses their gender identity or the which includes those who do not place a name to cues people use to identify another person’s gender. The their gender.[4] external manifestation of one’s gender identity, usually expressed through behavior, clothing, haircut, voice or Queer body characteristics. Sometimes used as an umbrella term to refer to any non-heterosexual (non-straight) people. Lesbian, gay, Transgender (adj.) bisexual, and transgender people may use “queer” An umbrella term for people whose gender identity to describe themselves. People may identify as and/or gender expression differs from what is typically queer if their sexual attraction is not confined to the associated with the sex they were assigned at birth. gender binary--for example, they may be attracted to People under the transgender umbrella may describe genderqueer or gender non-conforming individuals, themselves using one or more of a wide variety of or feel that their attraction is unrelated to gender terms - including transgender. Many transgender people altogether. “Queer” is a word that has been reclaimed are prescribed hormones by their doctors to change by the community and was initially used as an insult, their bodies. Some undergo surgery as well. But not all and thus is most commonly used by those within the transgender people can or will take those steps, and community. a transgender identity is not dependent upon medical procedures. Pansexual Attracted to people of all biological sexes and gender Transgender man identities. People who were assigned female at birth but identify and live as a man may use this term to describe them- Asexual selves. They may shorten it to trans man. (Note: trans Not interested in sexual activity, not experiencing sex- man, not “transman.”) Some may also use FTM, an ual attraction. Some people identify as asexual, but ex- abbreviation for female-to-male. Some may prefer to perience romantic attraction, while others do not. Those simply be called man, without any modifier. It is best to who do not would identify as asexual and aromantic. ask which term an individual prefers. Sexual orientation Transgender woman The nature of an individual’s physical, romantic, emo- People who were assigned male at birth but identify and tional and/or spiritual attraction to another person. Ev- live as a woman may use this term to describe them- eryone has sexual orientation--some examples include selves. They may shorten to trans woman. (Note: trans gay, lesbian, bisexual, heterosexual (straight), pansexual, woman, not “transwoman.”) Some may also use MTF, asexual, queer, etc. Gender identity and sexual orienta- an abbreviation for male-to-female. Some may prefer to tion are not the same. Transgender and gender-variant simply be called woman, without any modifier. It is best people may identify with any sexual orientation, and to ask which term an individual prefers. their sexual orientation may or may not change before, during or after gender transition. Genderqueer People who do not necessarily identify with the sex they Gender attribution were assigned at birth, and who do not identify as exclu- is the process by which a society assigns or ascribes a sively masculine or feminine. Some genderqueer people gender and/or sex onto a person usually without know- reject the concept that there are only two genders (the ing concretely the person’s sex or the gender with which gender binary). Genderqueer people may identify as one they identify. or more of the following:

13 Learning Key Terminology (15min) For an extensive list, please visit this website: Activity I http://transwellness.org/wp-content/uploads/2013/12/Trans-and-Queer-Terms-HTWG.pdf

Review “Gender Unicorn” Diagram

14 ASK Decide for each of the following quotes which category(ies) it illustrates.

None Gender Gender Gender Sexual Romantic of Statements Identity Expression Attribution Orientation Attraction These

“I wear what I want, when I want. Sometimes it’s a dress; sometimes it’s sweats.”

“I use he, him, and his.”

“Just call me pansexual.”*

“I’m an 18 year old boy who wears blue nail polish.”

“She was born female, but I hear she identifies as a transman.”

“I’m genderqueer”

“I’m Marie, and recently I started dressing as a boy.”

I’m a bisexual man involved with another man.”

“I am a trans woman involved with a trans man.” 15 Where Do I Stand? (30 min) (adapted from GLSEN’s Educators’ Guide for the Activity II ThinkB4YouSpeak Campaign) DESCRIBE activity, briefly process each statement before Participants stand along a human continuum moving on to the next one using some of the in response to statements assessing their discussion questions in step #4 below). attitudes and experiences regarding the use 4. Reconvene the group and lead a discussion of “that’s so gay” and anti-LGBT slurs. Their with participants using some of the following reflections are used to build awareness about questions: the impact of anti-LGBT epithets. • Which statements were the easiest for you to respond to? The most difficult? OBJECTIVE Why? • To raise awareness about the nature and • Did the group’s overall response to any of extent of anti-LGBT slurs the statements surprise you? If so, which • To increase understanding about the impact ones, and why? of slurs on others • Were you alone in the minority in how • To motivate youth to reduce their use of you responded to any of the statements? hurtful expressions and slurs If so, how did this make you feel? • Did you change your mind about any MATERIALS of the issues raised in this exercise as chart paper, tape markers, taking a stand a result of your peers’ responses? If so, statements how did your opinion change? • After participating in this activity, what DIRECTIONS impact do you think expressions like 1. Prior to the activity, post signs at opposite “that’s so gay” and “no homo,” and terms ends of the room that say STRONGLY like “faggot” and “dyke” have on others? AGREE and STRONGLY DISAGREE. • Do you think that what you have learned 2. Begin the activity by telling participants that today will change your attitude or you are going to read a series of statements behavior in any way? aloud that relate to some commonly used • What do you think it would take to limit expressions and put-downs. Explain that or curb the use of expressions like “that’s they will respond to each statement by so gay” among your peers? standing along an invisible continuum that ranges from STRONGLY AGREE to STRONGLY DISAGREE (point out the corresponding signs posted earlier). Tell participants that they can stand by either sign or anywhere in-between that reflect their opinion or experience. Emphasize that they should be silent while choosing a place to stand and refrain from cross-talk during this part of the activity. 3. Read the first TAKING A STAND STATEMENT aloud and allow ample time for participants to “take a stand” at the appropriate place in the room. Once they have positioned themselves, ask them to silently look around and observe how their peers responded to the statement. Repeat this process with several TAKING A STAND STATEMENTS (OPTION: Rather than having participants remain silent throughout the

16 Taking a Stand Statements: • I often hear the phrase “that’s so gay,” “you’re so gay,” “no homo” or the word “gay” in general used in a negative way among my peers. • I often hear terms like “faggot” and “dyke” used among my peers. • When I hear “that’s so gay,” it is usually aimed at an object rather than a person. • When people say “that’s so gay” or “no homo,” they do not mean it as an insult against actual LGBT people. • Regardless of how it is meant, expressions like “that’s so gay” and “no homo” are probably insulting or upsetting to LGBT people and those who care about them. • I have never thought about how expressions like “that’s so gay” or “no homo” might make others feel. • I have personally used expressions like “that’s so gay,” “you’re so gay” or “no homo” with my peers. • I have personally used terms like “faggot” and “dyke” with my peers. • When expressions like “that’s so gay” or “no homo” are aimed directly at me, it bothers me. • Expressions like “that’s so gay” and “no homo” are okay as long as they are not used to directly attack an LGBT person. • Expressions like “that’s so gay” and “no homo” are never okay to use. • It would be impossible to get kids at my school to reduce or stop using terms like “that’s so gay” and “no homo.” • I would personally be willing to limit or curb my use of expressions like “that’s so gay” and “no homo.”

Activity III Transgender Etiquette (30 min)

DIRECTIONS 1. Hand out copies of Think Again Training’s “Transgender Etiquette” sheet (see handouts, p. 49). 2. As a group, read this sheet aloud. It may be effective to go around in a circle and have each participant read a portion of the handout. 3. Divide participants into pairs or groups of three. Have each pair/group create a skit. The goal of these skits is to demonstrate use of transgender etiquette they have learned from the handout. Here are some examples of appropriate skit prompts: • Scene Partner A is talking to Scene Partner B about a transgender person they both know, and Partner A misgenders them (uses the wrong gender pronoun). Partner B must find an appropriate way and moment to correct Partner A.

• Scene Partner A is talking to Scene Partner B about a transgender person they both know, and expresses confusion over their friend’s pronouns. Partner B must offer a suggestion such as just using their name or finding a time when asking about pronouns is appropriate.

• For groups of three, Participants A and B are in a bathroom at school. Participant A is a transgender girl, and is using the women’s bathroom. Participant C feels uncomfortable with this and asks Participant A if they are “a boy or a girl.” Participant B must find an appropriate way to support Participant A, and make the space safe for them.

17 Activity IV How Gender Savvy Are You? (15 min) DIRECTIONS Take Kate Bornstein’s gender savvy quiz (15 items) and discuss. This activity is best done with adults or older teens, who understand that the tone is tongue-in-cheek. (see handouts, p. 56-57)

Activity V The Pronoun Game (15 min) (Adapted from GLSEN’s Jump Start Guide, section 7) DESCRIBE happen. However, practice makes perfect, so Discussions about gender pronouns can keep up the amazing work! be time-consuming and can easily derail an DIRECTIONS agenda, meeting or conversation, so quick and • Divide the group into pairs. This is a good polite is generally the best approach. get-to-know-each-other activity, so pair If people don’t know the pronoun of someone each person with someone they do not and arbitrarily pick a pronoun, they could know well. Before the activity begins, the unknowingly make the person feel disrespected facilitator should write several questions on or uncomfortable. Correcting mistakes the flip-chart paper. These should be guiding immediately is quick, respectful to all, and treats questions—about family, pets, interests or transgender people like everyone else. jobs—that will encourage participants to talk Establishing this as the polite thing to do about themselves. generally helps not only make sure that people • Before people start talking to each other, are respectful, but also that people are not review gender-neutral pronouns and offended when others publicly correct them on a make sure that everyone understands pronoun. how they should be used. Remember, “zie” (pronounced “z”) is subjective and is Ideally, this will also make everyone more used instead of “she” or “he,” while “hir” comfortable in correcting people if they mess (pronounced “here”) is both objective and up, rather than leaving it only to the person possessive and is used instead of “her,” being referenced or to that person’s friends to “him” or “his.” Using “it” to refer to people correct any mistakes. can be offensive and dehumanizing. Using “they,””them,” and “theirs” is becoming more Finally, stress the importance of asking people and more popular and accepted. There are respectfully what pronouns they prefer—or if many other pronouns not listed here, and they reject pronouns and wish to be referred it is up to an individual to decide which to by name only. Make sure everyone tries to are most comfortable for them. Writing the overcome the tendency to make assumptions pronouns down (or having everyone write about pronouns for transgender people, and them down in their own notebooks or on also remember that using different pronouns scrap paper) can be a helpful visual cue. is new to most people and that mistakes will

18 • Note: While some people might recognize “PGPs” or “Preferred Gender Pronouns” Activity VI as correct language for this topic, many Supporting Transgender Youth people feel that using the word “preferred” (20 min) is unnecessary and disrespectful--as the gender someone identifies with is their DIRECTIONS gender, not the gender they prefer. Part 1 (10min) Find 2 or more people in the room who • Start the activity by having one person in each share one of these characteristics with pair spend about three minutes talking about you: being a youth, a family member, or herself/himself/hirself/themself, addressing a youth provider. Discuss in your small whatever topics or questions were written group the question targeted to your on the flip-chart. Then the second person group: in the pair does the same. Throughout this • For providers: Imagine you are conversation, all people should try to use working with a transgender youth, gender-nonspecific terms and pronouns. like Alyssa from the film. What • After everyone has shared, bring the group potential risks would you want to back together. Read through the following address? How would you identify guideline as a group: resilient aspects of this person? • “Once people are clear on proper • For family members: If you had a pronoun usage, establish that if people sibling or a child who told you they mess up on someone else’s pronoun identified as transgender, how and don’t correct themselves, the would you react? Where would you most efficient way to deal with it is for turn for support? anyone else who notices to speak up • For youth: What would you do if immediately—and politely—with the a classmate told you they were correct pronoun and then be quiet. considering transitioning to In turn, people who mess up should another gender? acknowledge their mistake with a • For everyone: Where does Alyssa simple ‘sorry’ or nod and save any get her support? What are factors discussion for later.” that help her be resilient? • Next, each person will introduce her/his/hir/ their partner to the group (as often happens Part II (10 min) in getting-to-know-you activities) and tell Report Back a little about her/him/hir/their using only gender-neutral terms or gender- nonspecific ASK terminology. If group members mess up, ask group “What did you learn or people should politely respond according notice?” to the guideline provided above. When all participants have made their presentations, SHARE take a few minutes to discuss the rationale List of online resources about on the next page, which can be a useful transgender issues on chart paper or explanation for pronoun etiquette. board (see Handouts p. 47-48)

19 Activity VII Gender Expression, Pride, and Bias (20 min) EXPLAIN When Roxas is being interviewed with his mother, he expresses that he acts differently as a gay man than he once did, adding offhandedly that he hates “girlie men.”

WATCH “Always #LikeAGirl” (Link: https://www.youtube.com/watch?v=XjJQBjWYDTs)

ASK Where do we see connections between systems of homophobia (hateful bias against gay and lesbian people), misogyny (hateful bias against women), and femmephobia (hateful bias against feminine people, regardless of sex)?

For audiences in the LGBTQ community, where do we see similar femmephobic sentiments in popular culture, media, or spoken by other queer men?

For audiences with a variety of sexual orientations (or primarily straight), how do we see femininity in general treated by popular culture or media? After watching “Always #LikeAGirl,” do we notice experiences or ideas being discussed that we have experienced in our own lives? Why might these negative sentiments still be present in the queer community?

Synthesize At the end of “Always #LikeAGirl,” participants are asked to consider how they will find empowerment for themselves as girls or as people with feminine characteristics. What are steps we might take (or changes we can envision occurring in the media, etc.) in order to move away from gender bias, and toward gender pride?

OBJECTIVES To recognize the importance of family reactions to LGBTQ youth coming out. To learn about how to increase family support for LGBTQ youth.

20 Family Support

OBJECTIVES To recognize the importance of family reactions to LGBTQ youth coming out. To learn about how to increase family support for LGBTQ youth.

21 Activity I Building Machines in a Circle (10 min) DESCRIBE Families are among the most important sources of support for LGBTQ youth. This next exercise gives participants a visceral, non-verbal experience of the strengths and challenges of family support.

DIRECTIONS 1. Participants form a circle. 2. One person begins with creating a beginning sound and motion for the “machine.” 3. Participants then sequentially add on to the machine, working off the previous part. 4. Facilitator should emphasize through various directions the need for the machine to work together, and to give directions to the “machine” to change the dynamic, whether it is slow down or speed up and even to take a piece out of the “machine” and note the reaction the rest of the group has. ASK What worked or didn’t work? How did it feel? What does it take to work together? What in this exercise reminded you of how your family works or doesn’t work together?

Activity II What Families Do (20 min)

DIRECTIONS she had kicked him out of the house when he was 18? 1. (5 minutes) Ask small groups to brainstorm as • What did you think about Roxas’ many examples of the following as possible and Ayden’s mothers reactions and to keep notes: to their children? • What behaviors of family members help • Trae’s mother thought Trae was a LGBTQ youth? lesbian since she was four. If you think your child is LGBTQ, what • What behaviors of family members hurt are the pros and cons to letting LGBTQ youth? them know before they come out to you? 2. Draw a line down the board or chart paper

Write HELP on top left side- HURT on top right OFFER Ask for examples from the groups. Some Share your resource list of local LGBTQ possible answers might include those on the youth organizations. Include local chart on page 231 chapters of GLSEN and PFLAG as well as school-based and community-based ASK (10 min.) support. • What reactions do you have after looking at these lists? • Where does Alyssa get her support? [e.g. sister, True Colors, fellow students] • How did you feel when you saw the photo of Nick dancing with his mother at his wedding, knowing

22 BEHAVioRS THAT HELP BEHAVioRS THAT hurt • Require respect in the family for your LGBTQ • Hitting, slapping or physically hurting your child child because of their LGBTQ identity • Let your child determine the timing and • Verbal harassment or name-calling because content of coming out to various friends and of your child’s LGBTQ identity family • Excluding LGBT youth from family events and • Support your child’s LGBTQ identity even family activities when you feel uncomfortable • Blocking access to LGBTQ friends, events, • Learn about LGBTQ youth issues and resources • Connect your child with LGBTQ resources • Blaming your child when they are • Talk with your child or foster child about their discriminated against because of their LGBTQ LGBTQ identity. identity • Express affection when your child tells you or • Pressuring your child to be more (or less) when you learn that your child is LGBTQ. masculine or feminine • Advocate for your child when he or she is • Telling your child that God will punish them mistreated because of their LGBTQ identity. because they are gay • Require that other family members respect • Telling your child that you are ashamed of your LGBTQ child. them or that how they look or act will shame • Bring your child to LGBTQ organizations or the family events. • Making your child keep their LGBTQ identity • Connect your child with an LGBTQ adult role a secret in the family and not letting them talk model to show them options for the future. about their identity with others • Work to make your congregation supportive • Taking a child to a conversion therapist of LGBTQ members, or find a supportive faith or religious figure to try and change their community that welcomes your family and orientation/identity LGBTQ child. • Welcome your child’s LGBTQ friends & partner to your home and to family events and activities. 1 adapted from “Helping Families Support Their Lesbian, Gay, • Support your child’s gender expression. Bisexual, and Transgender (LGBT) Children,” by Caitlyn Ryan, Ph.D., • Believe your child can have a happy future as A.C.S.W. Director, Family Acceptance ProjectTM – San Francisco an LGBTQ adult. State University http://nccc.georgetown.edu/documents/LGBT_Brief. pdf

23 Activity III Hidden Love (40 min) DIRECTIONS Describe a time when you have hidden a love or passion from someone in your family. 1. Writing Exercise - 5 minutes • Hand out paper & pens. • Ask everyone to find a comfortable place to write. • Remind the group to be sure to continue writing the entire time. Tell them to use a Beginning, Middle, and End and to use all of their senses in the writing. Can write in any style they like – prose, poetry, song, etc. 2. Sharing Writing in Small Groups – 10 minutes • Count off in 2s or 4s • Recount their stories to their group. Some people might feel their stories are too personal to share. Say, “If you are comfortable, recount your stories. If you do not wish to share your stories, recount your emotions. If you are not comfortable with either of these options, say ‘pass’ and listen attentively to your group members.” • “When you’re done sharing, raise your hand for further instructions” 3. Frozen Pictures – 10 minutes (not a scene but one image made by the group) • Choose ONE story or blend multiple stories to be represented in THREE frozen pictures • Everyone must be included, SHOW US THE STORY. Even a member who ‘passed’ can participate in someone else’s story. • The three pictures will represent: background, turning point, results/consequences of story • TITLE EACH PICTURE Presentation – 15 minutes

ASK What did you learn from this activity? Takeaway point: hiding a significant part of who you are has negative consequences on individuals and their relationships. Activity IV Helping a Conflicted Parent/Caregiver (15 min) FISHBOWL Directions 1. Make a circle and ask for two volunteers to start the exercise and sit inside the circle and be in a role-play. Assign Player One the role of an accepting parent with an LGBTQ youth who initiates a conversation with Player Two, another parent who is conflicted about their LGBTQ youth who has just come out to them. • “So, I hear you are having trouble with your child thinking they are LGBTQ. Tell me about that.” • Or: “I am so upset that Jose said he is gay. I don’t know what to do.” 2. Ask group: “May I have a volunteer for either role?” • Continue the role-play. Encourage the confused parent to state their fears and the accepting parent to speak from their heart. • Switch roles again after 1 minute. 3. Convene large group: • What did you learn from this exercise? Be sure to note that there may be a number of reasons a parent is conflicted, including genuine concern for the well-being of the child. How do we acknowledge and address such fears, while supporting the child?

24 SCHOOL-BASED SUPPORT OBJECTIVE To appreciate the value of school-based supports for LGBTQ youth

25 Activity I The Big Spender (15 min) PROMPT We see Trae in her school. What aspects of that school support her as an LGBTQ youth? Can you imagine your school doing any of these? • Possible answers: • Presence of a Gay Straight Alliance • Other Out students • Out gay teacher • School hosted a performance by True Colors

ASK In pairs, if you had $1 million to spend on improving the climate of schools concerning LGBTQ youth, how would you spend it? What are some results you would like to see from this investment? • share results in large group

SHARE Results of Safe Schools evaluation (see handout LGBTQ Youth Support Activities Improve School Climate on p.53 )

How well do you know your high school? Activity II (15 min)

DIRECTIONS

• Individual: Compare the procedures at your local high school to the list from LGBT- Inclusive School Checklist in the handouts on page 52 • What conclusions can you draw from this activity? • Get in small groups. • Discuss possible actions you could take to make your local high school more supportive of LGBTQ youth. If one of your actions is to form a GSA, brainstorm some actions that the GSA might take. Report back. • Distribute resource list (see handout p. 47-48)

26 I Declare (An activity for youth workers) Activity III (20 min) SHOW • Show film clip of Nick talking about his role (3 min) (Link to video: https://vimeo. com/138356192 ASK • How is Nick’s position within True Colors much like youth work? • Possible answers • He selects age-appropriate activities. • He creates a space that supports both vulnerability and safety. • He helps youth develop their best selves and provides them with opportunities to grow. • He sets positive expectations for youth. • He offers multiple opportunities for stretching outside comfort zone. • He offers socialization, group skills, leadership, ways to deal with challenges, fun with peers. • He believes in youth-directed action and prioritizing of youth voices.

• How can we be supportive of youth voices? Create a declaration, a list of rules for your space with the youth and put it up in your safe space. • Possible answers • Young people are partners in our work, not resources. Our aim is to work along with youth. • Expect youth to challenge us and we hope to challenge them. It’s the only method of growth. • One young person does not equal all young people. • Each of us is better than the worst thing we have ever done. • Everyone brings different perspectives and we can’t expect one voice to speak for all.

27 RELIGION & LGBT YOUTH OBJECTIVE To explore the influence of religion on LGBTQ youth

28 Exploring an individual’s relationship with their house Activity I of worship (10 min) SHOW • Show clip of Chi talking about his church (5 min) (Link to video: https:// vimeo.com/138354594) DISCUSS • List the steps Chi took to internally negotiate being gay and continuing to attend a church that was not friendly to him. • How does Chi demonstrate that he is able to reconcile his religious faith and his identity? • Do you need to change an institution in order to continue to be a part of it? • What can someone do to create support in an unwelcoming religious situation?

Using the Friends and Family Plan Website (15 min) Activity II friendsandfamilyplan.org DISCUSS • Introduce the website, an interactive tool to assist conversations with people who are conflicted about supporting LGBTQ equality because of their Christian convictions. • Break into small groups, Every group should have a smart phone or computer. • Log-on to the Friends and Family Plan website to explore how you would engage with a family member or friend. • Reconvene big group and discuss how people reacted to the website.

Circle Dialogue (15 min) adapted from exercise by Sheryl A. Kujawa-Holbrook, Activity III Claremont School of Theology DIRECTIONS • Form a large double circle by asking participants to count off by twos. “1”’s move with their chair into the center, form an inner circle and face their chairs outward. “2”’s form an outer circle and sit facing a partner from the inner circle. • Partners self-introduce briefly with context-relevant information. • Facilitator engages partners in a series of questions about their own personal religious or spiritual tradition and experiences. Only one partner may talk at a time, and responses should be framed as “I” statements rather than intended to speak on behalf of a group. • After each question, participants in the outside circle rotates (by one or two chairs).

Continued on page 30

29 • Questions should become progressively deeper or more intimate. Questions might include: • Do you have a religious/spiritual tradition? If not, what did you learn about religion as a child? If so, what are you most proud of from that heritage? • When you hear the phrase “religion and LGBTQ issues,” what is the first thing that comes to your mind? • Growing up, what did the adults in your life teach you about how religion understands LGBTQ people? • Have you, or someone you know, experienced anti-LGBTQ prejudice in a religious setting? If you feel comfortable, describe. • How has religious prejudice/oppression kept you separate from others? • Consider a full-group debriefing to invite reflection on the exercise. • Did you learn anything new? • What was the most difficult question? • Are there any insights/learning that you would like to share with the group?

Strategic Storytelling with Religion (30 min) Adapted from an exercise by Jennifer Peace, Andover Activity IV Newton Theological School DIRECTIONS 1. Divide the group into pairs. 2. Each pair select an initial storyteller and story receiver. 3. Storytellers are given 2 minutes to share a true story of an encounter in a religious setting around LGBTQ issues - receiver may not interrupt. If you have never had a personal experience in a religious setting, share something you have heard about religion and LGBTQ issues in popular media or culture. 4. Story receivers take 2 minutes to repeat back the story as they heard it without interruption. 5. Story tellers have 2 minutes to respond (to clarify, correct, explain or elaborate). 6. Partners switch roles and repeat steps 1-5. 7. To finish the exercise, debrief in a full group for 10 minutes - discuss the universality of these stories, how it felt to have someone really listen to your story.

30 Intersectionality: Understanding Multiple Aspects of Identity OBJECTIVE To allow a space for people in the participant group to discuss different aspects of their identities and to understand, on a more interpersonal level, the experiences of others

To demonstrate that even people who identify in the same way can experience different levels of (self) consciousness around a particular identity

31 Introduction to Intersectionality DEFINITION We each have several identities based on our gender, race, sexual orientation, etc. Intersectionality is the idea that systems of oppression are inherently interlocking--we can’t view/describe/understand these oppressions individually, out of the context of the system. “An Intersectional Analysis allows for the premise that people live multiple, layered identities, and their experiences are derived from social relations, history and the operation of structures of power. People are members of more than one community at the same time, and can simultaneously experience oppression and privilege in any community and as any social identity.” (Intersectionality: A Tool for Gender and Economic Justice. (2004, August 1). Retrieved June 6, 2015, from https://lgbtq.unc.edu/sites/lgbtq.unc.edu/files/documents/intersectionality_en.pdf)

Background information for facilitator

Ignoring the For example, Black For many people, Gloria Anzaldúa different, feminism was owning multiple writes about the intersectional developed because aspects of identity idea of “border experiences of Black women’s may not mean dwellers,” or people who appear experiences were that they have people who are to be in an identity specifically shaped multiple welcoming not completely category has by being Black communities, but welcome or been a historical AND because they rather that they comfortable in source of ongoing were brushed aside may have none. either of two oppression. by mainstream realms. feminism.

32 Activity I Who Am I? (10 min) WATCH Ayden’s youtube video clip. (3 min.) Note to facilitators: Ayden uses they/them/theirs as personal pronouns. (Link to video: https://vimeo.com/138352785)

ASK • In the clip Ayden describes how they are changing. What aspects of their identity have they been exploring? Possible answers: • Racial identity • Gender identity • Gender expression • Sexual orientation • For you or someone you know, how do certain aspects of your identity impact other aspects of your identity? For instance, how does your racial identity impact your experience with your sexual orientation, or vice versa? How does gender influence what kind of privilege you have access to?

DESCRIBE (3 min) Imagine (silently to yourself) that you are Ayden’s relative (for example, mother, sibling, uncle, grandparent…). After watching Ayden’s video, what encouragement/advice can you give to Ayden to help deal with different aspects of identity?

ASK (10 min) In groups of 3-4, share your advice. Comment on your own multiple aspects of identity and how your own experiences influence the advice you offered.

33 Activity II Scene Writing Part I (60 min) GOALS • To recognize the commonality of living with multiple aspects of one’s identity • To experience how those aspects can be difficult to resolve

WRITING PROMPT (5 min) • Write about a time when you felt in the middle of two identities, or two of your identities were in conflict with one another, for example, being the only person of color at a PRIDE march organizing meeting, being the only woman at a union meeting, being the only lesbian at a “Vagina Monologues” rehearsal. 1. Hand out paper & pens. 2. Ask everyone to find a comfortable place to write. 3. Remind the group to be sure to continue writing the entire time. 4. Use a Beginning, Middle, End. Call on all of your senses in the writing. You can write in any style you like – prose, poetry, song, etc.

SHARE WRITING in small groups (10 min) 1. Count off in 2s or 4s. 2. Read or recount your stories to your group. Say, “If you are comfortable, recount your stories. If you do not wish to share your stories, recount your emotions. If you are not comfortable with either of these options, say ‘pass’ and listen attentively to your group members.” 3. When you’re done sharing, raise your hand for further instructions.

SCENE BUILDING (15 min) 1. Pick one of the stories or a blending of several stories and stage it. 2. Create a 2-minute scene (not frozen pictures) to share the story. 3. Everyone MUST be in the scene from your group. 4. Remind participants that a strong scene has a beginning, middle, and end to the story.

PRESENTATION (30 min) 1. Each group takes turns presenting scenes. 2. Ask the audience: • What did you connect to in the scene? • What would have made the scene stronger or clearer?

34 Activity III Privilege Stand Up, Sit Down (30 min) NOTE: This activity can be triggering for some participants. It is essential that work has been done to create a safe space, and optimally, the facilitator will have been trained in these issues and has led this activity previously.

GOALS • To help recognize the different ways in which we may or may not hold privilege. • To understand that systems that lead to privilege/marginalization are interlocking and related to one another. • To recognize that we should not assume an individual’s level of privilege without understanding all aspects of their identity.

DIRECTIONS Debrief/Synthesis

1. Participants are seated. • Start the question/answer session by 2. The facilitator calls out statements going around the room, and have each related to privilege in various areas. participant share one word that captures If you can agree with the statement, how they are feeling right now. If they stand up. Examples: do not want to share, invite them to say, • When I have to go to the “pass”. bathroom, it is easy for me to • Would anyone like to share more about identify which bathroom I should their feelings? enter. • How did it feel to be seated for most of • When I walk down the street at the time? night, I am not concerned about • How did it feel to stand up frequently? being sexually harassed. • Were you surprised by how frequently • When I apply for a job, I am not you stood up or didn’t? concerned that the name on my • Were you surprised in moments when resume could get in the way of many people stood up, or when many getting hired. people remained seated? • I have never been the victim of • Any conclusions about this activity? physical violence based on my gender, ethnicity, age, or sexual orientation. • There has never been a time in my life when I skipped a meal because there was no food in the house. • I have never felt passed over for an employment position based on my gender, ethnicity, age or sexual orientation. • I have never been stopped or questioned by the police because they felt I was suspicious. • I am always referred to by the pronouns with which I identify.

35 Reacting to Bias and Microaggressions in Film Activity IV Discussions (20 min) GOALS To “unpack” biased statements and microaggressions that come up in discussion of the film, and to better understand where these statements and assumptions come from.

NOTE: It is essential for this exercise that the facilitator not lead participants to a certain answer based on the framing of their questions, or the tone of their voice. This exercise should not shame participants, or make them feel that the way they viewed the film was “wrong.” Rather, the questions included in this activity should prompt participants to unpack and consider the implications and sources of their reactions.

EXPLAIN Columbia University Professor Derald Wing Sue definesmicroaggressions as “everyday insults, indignities and demeaning messages sent to people of color by well-intentioned white people who are unaware of the hidden messages being sent to them.” Though Sue originally composed this definition with race in mind, we can also apply the concept of microaggressions to any marginalized group--based on class, age, sexual orientation, gender identity, gender expression, or ability as well as race. Here are some examples of viewer comments made after screenings of The Year We Thought About Love:

“Wow. They are so articulate.” “Whoa...Courtney doesn’t look trans!” 1 ASK 3 • Who are “they,” in the first statement? ASK • How does race play into this statement? (Next, ask the • What might it mean for someone to same of class, age, and LGBTQ identification) “look transgender”? • What connections/disconnections do we see between • Where might this person have these identity markers and speaking “articulately?” gathered information about what • What experiences or examples might have led an it means to “look trans?” (for audience member to react in this way (for example: example, personal experience, personal experience, lack of personal experience, lack of personal experience, or the something they’ve seen in the media)? media) • Why might Courtney not fit this “Since Black churches aren’t welcoming, I know a individual’s preconceived notion of nice UU church in the suburbs that you should try!” what “looking trans” means? 2 • In what way might this comment come off as a microaggression? ASK • What are the assumptions this person makes about all Black churches? SYNTHESIZE • What are the sources of information we have about Black • When we hear comments churches (for example, the media, personal experience, that contain bias or etc.) microaggressions, what are • What do we know about Unitarian Universalist churches? some potential responses? (for example, welcoming and predominantly white) (for example: “Say more,” “Can • What might a Black church provide that a UU church does you give some examples of not provide? where you saw that in the film?” • In what way might this comment come off as a “Ouch”) microaggression?

36 37 Closing

Head, Heart, Feet Activity (5 min)

DIRECTIONS • On the board or on chart paper, draw a very large picture of an outline of a person with a large head, a heart for a torso, and two big legs. It should look something like image below. • Label accordingly: • The head represents what participants learned. • The heart represents what participants felt. • The feet represent what participants plan to do after being in this workshop. • Hand each participant three stickies, and invite them to fill one out for each part of the person, based on their own experience. Have them stick them to the picture. • Read some of these aloud. • Thank the group, and make an art display with the group’s ideas!

38 HANDOUTS

39 (Source: www.glaad.org/reference )

GLAAD Media Reference Guide Transgender Issues

Sex The classification of people as male or female. At birth infants are assigned a sex, usually based on the appearance of their external anatomy. (This is what is written on the birth certificate.) However, a person’s sex is actually a combination of bodily characteristics including: chromosomes, hormones, internal and external reproductive organs, and secondary sex characteristics.

Gender Identity One’s internal, deeply held sense of one’s gender. For transgender people, their own internal gender identity does not match the sex they were assigned at birth. Most people have a gender identity of man or woman (or boy or girl). For some people, their gender identity does not fit neatly into one of those two choices. Unlike gender expression (see below) gender identity is not visible to others.

Gender Expression External manifestations of gender, expressed through one’s name, pronouns, clothing, haircut, behavior, voice, or body characteristics. Society identifies these cues as masculine and feminine, although what is considered masculine and feminine changes over time and varies by culture. Typically, transgender people seek to make their gender expression align with their gender identity, rather than the sex they were assigned at birth.

Sexual Orientation Describes an individual’s enduring physical, romantic and/or emotional attraction to another person. Gender identity and sexual orientation are not the same. Transgender people may be straight, lesbian, gay, or bisexual. For example, a person who transitions from male to female and is attracted solely to men would identify as a straight woman.

40 (Source: www.glaad.org/reference )

Transgender-Specific Terminology

Transgender (adj.) an abbreviation for female-to-male. Some may prefer An umbrella term for people whose gender identity to simply be called men, without any modifier. It is best and/or gender expression differs from what is typically to ask which term an individual prefers. associated with the sex they were assigned at birth. Transgender woman People under the transgender umbrella may describe People who were assigned male at birth but identify themselves using one or more of a wide variety of and live as a woman may use this term to describe terms - including transgender. Some of those terms themselves. They may shorten to trans woman. (Note: are defined below. Use the descriptive term preferred trans woman, not “transwoman.”) Some may also by the individual. Many transgender people are use MTF, an abbreviation for male-to-female. Some prescribed hormones by their doctors to change their may prefer to simply be called women, without any bodies. Some undergo surgery as well. But not all modifier. It is best to ask which term an individual transgender people can or will take those steps, and prefers. a transgender identity is not dependent upon medical Cross-dresser procedures. While anyone may wear clothes associated with a Trans different sex, the term cross-dresser is typically used Used as shorthand to mean transgender or transsexual to refer to heterosexual men who occasionally wear - or sometimes to be inclusive of a wide variety of clothes, makeup, and accessories culturally associated identities under the transgender umbrella. Because its with women. This activity is a form of gender meaning is not precise or widely understood, be careful expression, and not done for entertainment purposes. when using it with audiences who may not understand Cross-dressers do not wish to permanently change what it means. Avoid unless used in a direct quote or in their sex or live full-time as women. Replaces the term cases where you can clearly explain the term’s meaning “transvestite.” in the context of your story. PLEASE NOTE: Transgender women are not cross-dressers or Transgender man drag queens. Drag queens are men, typically gay men, who dress like People who were assigned female at birth but identify women for the purpose of entertainment. Be aware of the differences between and live as a man may use this term to describe transgender women, cross-dressers, and drag queens. Use the term preferred themselves. They may shorten it to trans man. (Note: by the individual. Do not use the word “transvestite” at all, unless someone trans man, not “transman.”) Some may also use FTM, specifically self-identifies that way.

41 (Source: www.glaad.org/reference )

Transgender-Specific Terminology

Transition Gender Dysphoria Altering one’s birth sex is not a one-step procedure; it In 2013, the American Psychiatric Association is a complex process that occurs over a long period of released the fifth edition of the Diagnostic and time. Transition includes some or all of the following Statistical Manual of Mental Disorders (DSM-V) personal, medical, and legal steps: telling one’s family, which replaced the outdated entry “Gender Identity friends, and co-workers; using a different name and Disorder” with Gender Dysphoria, and changed the new pronouns; dressing differently; changing one’s criteria for diagnosis. The necessity of a psychiatric name and/or sex on legal documents; hormone diagnosis remains controversial, as both psychiatric therapy; and possibly (though not always) one or more and medical authorities recommend individualized types of surgery. The exact steps involved in transition medical treatment through hormones and/or surgeries vary from person to person. Avoid the phrase “sex to treat gender dysphoria. Some transgender advocates change.” believe the inclusion of Gender Dysphoria in the DSM Sex Reassignment Surgery is necessary in order to advocate for health insurance (SRS) * Note from filmmakers: This is also known as Gender that covers the medically necessary treatment Confirmation Surgery. recommended for transgender people. Refers to doctor-supervised surgical interventions, and is only one small part of transition (see transition above). Avoid the phrase “sex change operation.” Do not refer to someone as being “pre-op” or “post-op.” Not all transgender people choose to, or can afford to, undergo medical surgeries. Journalists should avoid overemphasizing the role of surgeries in the transition process. Gender Identity Disorder (GID) outdated, see Gender Dysphoria

42 (Source: www.glaad.org/reference )

Other Terms You May Hear You may hear the following terms when doing research on transgender issues or speaking to an interview subject. As they are not commonly known outside the LGBT community, they will require context and definition if used in mainstream media. Their inclusion here is for informational purposes.

Cisgender Genderqueer A term used by some to describe people who are not A term used by some people who experience their gender transgender. “Cis-” is a Latin prefix meaning “on the identity and/or gender expression as falling outside same side as,” and is therefore an antonym of “trans-.” the categories of man and woman. They may define A more widely understood way to describe people who their gender as falling somewhere in between man and are not transgender is simply to say non-transgender woman, or they may define it as wholly different from people. these terms. The term is not a synonym for transgender Gender Non-Conforming or transsexual and should only be used if someone self- A term used to describe some people whose gender identifies as genderqueer. expression is different from conventional expectations of masculinity and femininity. Please note that not all gender non-conforming people identify as transgender; nor are all transgender people gender non-conforming. Many people have gender expressions that are not entirely conventional -- that fact alone does not make them transgender. Many transgender men and women have gender expressions that are conventionally masculine or feminine. Simply being transgender does not make someone gender non-conforming. The term is not a synonym for transgender or transsexual and should only be used if someone self-identifies as gender non-conforming.

Note from filmmakers: Other terms include “gender expansive,” “gender variant,” or “gender creative.”

43 Transgender Names, Pronoun Usage & Descriptions

Always use a transgender person’s chosen For example, a person who was name. assigned male at birth and transitions to living as a woman is a transgender Many transgender people are able to woman, whereas a person who obtain a legal name change from a court. was assigned female at birth and However, some transgender people transitions to living as a man is a cannot afford a legal name change or transgender man. If someone prefers are not yet old enough to change their a different term, use it along with an name legally. They should be afforded explanation of what that term means the same respect for their chosen name to them. as anyone else who lives by a name other than their birth name (e.g., celebrities). Avoid pronoun confusion when examining the stories and Whenever possible, ask transgender backgrounds of transgender people people which pronoun they would like prior to their transition. you to use. If it is not appropriate in a certain moment to ask which pronouns Ideally a story will not use pronouns the person identifies with, use their associated with a person’s birth name. sex when referring to the person’s A person who identifies as a certain life prior to transition. Try to write gender, whether or not that person has transgender people’s stories from the taken hormones or had some form of present day, instead of narrating them surgery, should be referred to using the from some point in the past, thus pronouns appropriate for that gender. avoiding confusion and potentially disrespectful use of incorrect It is never appropriate to put quotation pronouns. marks around either a transgender person’s chosen name or the pronoun that reflects that person’s gender identity. When describing transgender people, please use the correct term or terms to describe their gender identity.

44 TERMS TO AVOID Problematic Terms

Problematic: “transgenders,” “a transgender” Preferred: transgender people, a transgender person

Transgender should be used as an adjective, not as a noun. Do not say, “Tony is a transgender,” or “The parade included many transgenders.” Instead say, “Tony is a transgender man,” or “The parade included many transgender people.”

Problematic: “transgendered” Preferred: transgender

The adjective transgender should never have an extraneous “-ed” tacked onto the end. An “-ed” suffix adds unnecessary length to the word and can cause tense confusion and grammatical errors. It also brings transgender into alignment with lesbian, gay, and bisexual. You would not say that Elton John is “gayed” or Ellen DeGeneres is “lesbianed,” therefore you would not say Chaz Bono is “transgendered.”

Problematic: “transgenderism” Preferred: none

This is not a term commonly used by transgender people. This is a term used by anti-transgender activists to dehumanize transgender people and reduce who they are to “a condition.” Refer to being transgender instead, or refer to the transgender community. You can also refer to the movement for transgender equality.

Problematic: “sex change,” “pre-operative,” “post-operative” Preferred: transition

Referring to a “sex-change operation,” or using terms such as “pre-operative” or “post-operative,” inaccurately suggests that one must have surgery in order to transition. Avoid overemphasizing surgery when discussing transgender people or the process of transition.

Problematic: “biologically male,” “biologically female,” “genetically male,” “genetically female,” “born a man,” “born a woman” Preferred: assigned male at birth, assigned female at birth or designated male at birth, designated female at birth

Problematic phrases like those above are reductive and overly-simplify a very complex subject. As mentioned above, a person’s sex is determined by a number of factors - not simply genetics - and one’s biology does not “trump” one’s gender identity. Finally, people are born babies - they are not “born a man” or “born a woman.”

45 TERMS TO AVOID Defamatory Terms

Defamatory: “deceptive,” “fooling,” “pretending,” “posing,” “trap,” or “masquerading”

Gender identity is an integral part of a person’s identity. Do not characterize transgender people as “deceptive,” as “fooling” or “trapping” others, or as “pretending” to be, “posing” or “masquerading” as a man or a woman. Such descriptions are defamatory and insulting.

Defamatory: “ “tranny,” “she-male,” “he/she,” “it,” “shim”

These words dehumanize transgender people and should not be used in mainstream media. (Note from filmmakers: We don’t think these terms should be used at all!) The criteria for using these derogatory terms should be the same as those applied to vulgar epithets used to target other groups: they should not be used except in a direct quote that reveals the bias of the person quoted. So that such words are not given credibility in the media, it is preferred that reporters say, “The person used a derogatory word for a transgender person.” Please note that while some transgender people may use “tranny” to describe themselves, others find it profoundly offensive.

Defamatory: “bathroom bill”

A term created and used by far-right extremists to oppose non-discrimination laws that protect transgender people. The term is geared to incite fear and panic at the thought of encountering transgender people in public restrooms. Simply refer to the non-discrimination law/ordinance instead.

46 page 1 Transgender Resources (by GLAAD) Resources for Transgender People in Crisis

Transgender people in crisis should blacktrans.org contact the following resources Trans Latina Coalition (advocacy) translatinacoalition.org The Trevor Project's 24/7 Lifeline at Trans Youth Family Allies (TYFA) (support services 866-4-U-TREVOR (866-488-7386) for families and trans youth) thetrevorproject.org imatyfa.org Trevor Chat, the Trevor Project's online Gender Spectrum (support services for families and messaging service trans youth) thetrevorproject.org/chat genderspectrum.org The National Suicide Prevention Lifeline at 800- TransTech Social Enterprises (economic 273-TALK (8255) empowerment) suicidepreventionlifeline.org transtechsocial.org Trans Lifeline at 877-565-8860 SPART*A (advocacy for trans military service members) translifeline.org spartapride.org Transgender American Veterans Association Transgender Organizations (advocacy for trans veterans) tavausa.org National Center for Transgender Equality (NCTE) TransLife Center at Chicago House (support (advocacy) services) transequality.org http://www.chicagohouse.org/?post_ Transgender Law Center (TLC) (legal services and causes=translife-center advocacy) transgenderlawcenter.org Transgender Programs at LGBT Gender Proud (advocacy) Organizations genderproud.com Sylvia Rivera Law Project (SRLP) (legal services) GLAAD's Transgender Media Program (media srlp.org advocacy) Transgender Legal Defense and Education Fund glaad.org/transgender (TLDEF) (legal services) Transgender Support Network at PFLAG transgenderlegal.org (support services) Massachusetts Transgender Political Coalition community.pflag.org/staff/transgender (MTPC) (advocacy) PFLAG's Transgender Ally campaign (advocacy) masstpc.org straightforequality.org/trans Trans People of Color Coalition (TPOCC) COLAGE Kids of Trans Community (support for (advocacy) kids of trans parents) transpoc.org colage.org/resources/kids-of-trans-resource-guide Trans Women of Color Collective (TWOCC) The Task Force's Transgender Civil Rights Project (advocacy) (advocacy) twocc.us thetaskforce.org/tcrp Black Trans Advocacy (advocacy)

47 page 2 Transgender Resources (by GLAAD) Resources for Transgender People in Crisis

HRC's transgender resources (advocacy) I AM: Trans People Speak is a campaign hrc.org/issues/transgender created by the Massachusetts Transgender Gender Identity Project at the NYC LGBT Political Coalition (MTPC) and sponsored by Center (support services) GLAAD to raise awareness about the diversity gaycenter.org/gip of transgender communities. It lifts the voices of Gay & Lesbian Advocates & Defenders (GLAD) transgender individuals, as well as their families, Transgender Rights Project (legal services) friends, and allies. glad.org/work/initiatives/c/transgender-rights- community.transpeoplespeak.org project/ National Center for Lesbian Rights - We Happy Trans is a website devoted to sharing Transgender Law (legal services) positive stories from trans people everywhere. nclrights.org/explore-the-issues/transgender- wehappytrans.com law/ L.A. LGBT Center's Transgender Economic TSER, Trans Student Equality Resources, Empowerment Project (economic empowerment) provides trans*-related information on school lalgbtcenter.org/teep issues and supports efforts for creating policy SF Transgender Economic Empowerment change in school districts. Initiative (economic empowerment) transstudent.org teeisf.org TransJustice at the Audre Lorde Project Transgender Information (advocacy) alp.org/TransJustice Best suited for young audiences: “Top 10 Things You Need to Know About Transgender People” General Information and Resources by Jazz Jennings, Cosmopolitan youtube.com/watch?v=qr8qsUvOxig) The full "Injustice at Every Turn" report, with breakdowns by race and ethnicity. "Injustice “10 Things You Don’t Know About at Every Turn" is a survey of over 6,400 Transgender People” by The Good Men Project transgender people detailing the discrimination goodmenproject.com/featured-content/10- faced by this community. things-didnt-know-trans-jvinc/ thetaskforce.org/reports_and_research/ntds “Learn and Love: 10 Things to Know About Transgender Lives: Your Stories is an interactive Transgender People” by BET campaign created byThe New York Times to bet.com/celebrities/photos/2015/06/learn-and- allow transgender people to tell their own stories love-ten-things-to-know-about-transgender- in their own words. people.html - !060315-Celebs-Learn-And-Love- nytimes.com/interactive/projects/storywall/ Laverne-Cox-Katie-Couric transgender-today

48 50

49 LGBT-Inclusive School Checklist

(from GLSEN’s Safe Space Kit, p. 30)

POLICIES & PROCEDURES

Fairly enforced non-discrimination and anti-bullying/harassment policies that explicitly protect LGBT students

School forms and applications that are inclusive of all identities and family structures

A gender-neutral dress code, including for yearbook photos

Gender-neutral and/or private bathrooms and changing areas

SCHOOL EVENTS & CELEBRATIONS

School dances and proms that are safe for and inclusive of LGBT students

Proms, homecoming, and athletic events that allow for gender-neutral alternatives to “King” and “Queen”

Valentine’s Day celebrations inclusive of LGBT and non-coupled students

Observations of Mother’s Day and Father’s Day that affirm all family structures

COURSE CONTENT

Health and sexuality education that is inclusive of all sexual orientations and gender identities

Curriculum that regularly includes information about LGBT people, history and events

Library resources and displays that are inclusive of LGBT people, history and issues

CO-CURRICULAR ACTIVITIES

Athletic teams and events that are safe for and inclusive of LGBT students

GSAs and other student clubs that combat name-calling, bullying and harassment

School publications that cover LGBT people and issues Once you have assessed your school’s policies and practices, you should decide which areas of your school need the most work. Collaborate with other educators and administrators to implement realistic changes within the school.

50 52

Ten Top Ways to Advocate for Safe Schools (from PFLAG National’s “Cultivating Respect and Safe Schools for All”)

Here are the top ten ways you can find support, get education, and become an advocate for safe schools: 1 Learn the Facts Students who are, or are perceived to be, lesbian, gay, bisexual, or transgender—LGBT—are at a higher risk for depression, self-harm, and dropping out of school. 2 Understand the Language Using respectful and appropriate language is an important benchmark to set a tone of respect and understanding. 3 Stop Bad Behavior Don’t ignore or excuse discriminatory behaviors or harassment, and don’t be immobilized by fear: Not taking action can endanger students and make the classroom unsafe.

4 Set the Policy A strong and inclusive anti-harassment policy not only protects students; it also protects the school. 5 Plan School-Wide Activities Showing films, reading books, and planning school wide activities offers opportunities for everyone to learn and participate. These programs help build community, empathy and understanding. 6 Be Public Adults should go public with their support for diversity, and oppose bullying and harassment. Signs, stickers and other public displays tell youth that their diversity is welcomed, supported, and protected.

7 Address Cyber Bullying Take cyber-bullying seriously. Add cyber bullying to existing anti-harassment or bullying policies, and help provide training and education for students, teachers and parents. 8 Train and Educate Everyone It is imperative that every adult—parents, teachers, administrators—is trained to respond to bullying in ways that support every student. 9 Work for Comprehensive Health Education Youth must have a clear understanding of their bodies, and health, in order to respect themselves and their classmates.

10 Provide Resources Learn more about our partners and resources.

See more at: http://community.pflag.org/safeschools

52 LGBTQ Youth Support Activities Improve School Climate Jeff Perrotti and Kim Westheimer, When the Drama Club is not Enough: Lessons from the Safe Schools Program for Gay and Lesbian Students p. 30

Perrotti and Westheimer describe an evaluation study about school climate

• The best school climates in Massachusetts schools were reported in schools that had a GSA and had conducted faculty workshops concerning sexual orientation. • In schools with GSAs, 35 percent of the students reported that gay, lesbian, and bisexual students could safely choose to be open about their sexual orientation at school, in contrast to only 12 percent in schools without GSAs. • In schools that had had faculty training regarding gay, lesbian, and bisexual issues, 54 percent of the students reported that gay and lesbian students felt supported by teachers or counselors, in contrast to only 26% in schools where training had not occurred. • In schools that had faculty training regarding gay, lesbian, and bisexual issues, 58 percent of the students who responded reported hearing other students use gay or lesbian terms in slurs, in contrast to 70 percent of the students in schools where training had not occurred.

53 Q&A Transgender 101 page 1 Source: http://www.masstpc.org/media-center/transgender-101/

Is transgender the same as gay/lesbian? • No. Transgender is about gender identity and gender expression whereas gay, lesbian, bisexual, and heterosexual/straight is about sexual orientation, which is emotional and physical attraction to others. While transgender people are sometimes assumed to be gay or lesbian based on stereotypes about gay men and lesbians, the terms are not interchangeable. Transgender people also have a sexual orientation, just as everyone else in society, which can be heterosexual (straight), bisexual, or gay or lesbian.

Can I tell if someone is transgender? • Not always. Many transgender people are seen and accepted as the gender they identify with and live as. There are many transgender people whom no one would know they are transgender or were assigned a different sex at birth, and who choose to keep their personal and medical histories confidential. For some transgender people, they may be visibly different from what society views as traditional stereotypes for men and/or women and may be easily recognizable as being transgender. There are a number of factors of why a transgender person may be visibly different, such as access to transgender specific medical treatment. Sometimes transgender people are discriminated against or harassed because others suspect them to be transgender or gender non-conforming from their assigned sex at birth. In other situations, transgender people are discriminated against or harassed because someone shares a transgender person’s history inappropriately with others, turning private medical information into gossip. Often, a transgender person’s former gender or name can be made known through their identity documents, work references, credit reports, CORI checks or other background checks as the gender marker or name may not match with their name now or the gender they identify with, live, and present as.

Lastly, a transgender person does not have to disclose that they are transgender, just as others have the right to privacy about their identity, their medical status, or other information that is not pertinent in a given situation.

What is gender transition? • Gender transition is a personal process in which a transgender/transsexual person goes through when they begin to live and identify as the gender they see themselves as. This process includes a social transition, which can include a person changing their gender expression, such as clothes and hairstyle; pronoun; and possibly their first name, to be reflective of the gender they are transitioning to. This process may also include support from a therapist and a medical transition, which can be hormone replacement therapy and/or sex reassignment/gender confirmation surgery.

For some transgender people, they may not access medical transition due to the prohibitive cost, access to providers, physical health issues, lack of health insurance coverage, and/or personal choice. The reality is that many transgender people live, present, and are accepted as their gender

54 Q&A Transgender 101 page 2

without medical transition, hormones, and/or sex re-assignment surgery. Why do transgender people need legal protections? • Transgender people around the world face high levels of discrimination and violence because of widespread prejudice and the assumption that transgender people are “outside” of the law’s protections.

The 2009 National Transgender Discrimination Survey found that: • Double the rate of unemployment: Survey respondents experienced unemployment at twice the rate of the general population at the time of the survey, with rates for people of color up to four times the national unemployment rate. • Widespread mistreatment at work: Ninety percent (90%) of those surveyed reported experiencing harassment, mistreatment or discrimination on the job or took actions like hiding who they are to avoid it. • Forty-seven percent (47%) said they had experienced an adverse job outcome, such as being fired, not hired or denied a promotion because of being transgender or gender non-conforming. • Over one-quarter (26%) reported that they had lost a job due to being transgender or gender non- conforming and 50% were harassed. • Respondents reported various forms of direct housing discrimination — 19% reported having been refused a home or apartment and 11% reported being evicted because of their gender identity/expression. • One-fifth (19%) reported experiencing homelessness at some point in their lives because they were transgender or gender nonconforming; the majority of those trying to access a homeless shelter were harassed by shelter staff or residents (55%), 29% were turned away altogether, and 22% were sexually assaulted by residents or staff. • Fifty-three percent (53%) of respondents reported being verbally harassed or disrespected in a place of public accommodation, including hotels, restaurants, buses, airports and government agencies. • Refusal of care: 19% of our sample reported being refused medical care due to their transgender or gender non-conforming status, with even higher numbers among people of color in the survey.

The baseline rates of discrimination against transgender people have been consistently high. A review of six studies conducted between 1996 and 2006, in cities and regions on both coasts and the Midwest, showed the following ranges for experiences of discrimination based on gender identity1: • 13%-56% of transgender people had been fired • 13%-47% had been denied employment • 22%-31% had been harassed, either verbally or physically, in the workplace

55 Kate Bornstein’s Gender Savvy Quiz Transgender activist Kate Bornstein is the author of My Gender Workbook: How to Become a Real Man, a Real Woman, the Real You, or Something Else Entirely Routledge, 1998).

1. Why are you taking this quiz? a) I’m not taking this quiz. I’m just looking through the questions. b) This kind of thought-provoking discussion is interesting, even though it doesn’t apply to me. c) I like to question things I’ve taken for granted. It changes how I think. d) This gender question seems like a real Pandora’s Box to me. Let’s throw open the cover and see what flies out!

2. How many genders do you really think there are? a) Two. What a pointless question! b) I’m going to guess that there are several genders and two sexes. c) Three? Four? Wait . . . five! No . . . six. Ummm . . . 12? I don’t know! d) An infinite number. What a pointless question!

3. What exactly do you feel the basis of gender to be? a) Genitalia, hormones, chromosomes, and brain structure. I mean, duh! b) Gender may be a social construct, but it’s based on, or influenced by, biology. c) Gender is how we act, not what we are: We’re all human, after all. d) It’s a lot of heretofore unnamed social, biological, and psychological factors masquerading as a bipolar system. I mean, duh!

4. Which of the following most nearly expresses your ideas about gender and sexual preference? a) Birds do it, bees do it. Face it: Heterosexuality is natural. b) I’m straight, but sometimes I lust in my heart for . . . umm . . . other things. c) Well, in theory, I imagine I could be attracted to anyone, no matter what gender. d) Oh, come on! As long as no one’s getting hurt, any pleasurable activity between any two (or more) consenting adults is just dandy.

5. How have you lived your gendered life so far? a) I have been living my biological destiny. b) I may have been living a biologically destined gender, but I don’t want to anymore. c) I’ve been experimenting: using bits of some genders here and bits of other genders there. d) Let’s just say that in the battle of the sexes, I’m a conscientious objector.

6. Has anything you’ve read about gender recently made you want to stretch your own gender? a) No. I’m happy the way I am. Always have been, always will be. b) Not really, but I might be more lenient when it comes to other people. c) Yes, I might consider that . . . but it’s a little intimidating. d) Yup. Now I’m more determined than ever.

7. When you see someone on the street whose gender is unclear, how do you react? a) Honestly? With some combination of revulsion, pity, and bewilderment. b) I try to figure out if it’s a man or a woman. c) I mentally do a makeover so the person can pass better as one or the other. d) I probably notice the person is staring at me, trying to figure out what I am!

56 Kate Bornstein’s Gender Savvy Quiz

8. Which of the following most nearly matches your definition of the word transgender? a) It’s a disorder that results in men cutting off their penises. b) Being born in the wrong body, or having the wrong sex for your gender. c) Changing from one gender to another, or just looking like you’ve done that. d) Transgressing gender, breaking any rule of gender in any way at all.

9. Who gets to say exactly what gender you are? a) It’s not up to anyone to say. Gender is a biological fact: man or woman. b) Gender may be a biological fact, but biologists are constantly refining their definitions . . . and that makes me nervous. c) We’re force-fed gender by a conspiracy of science, law, and the media. Oliver Stone should make a movie about this. d) I do.

10. OK, what’s your gender? a) Oh, please. I’m a real man/real woman. b) Well, I’m a biological man/woman. c) I was afraid I’d be asked this question. I’m just not sure anymore. d) Fiddle-de-dee . . . tomorrow is another gender.

There. That wasn’t so difficult, was it? Now, let’s see how you score. Yes, it’s a fairly accurate quiz, but please remember: It’s only aptitude we’re measuring here, and, like any aptitude, it can be changed with a little work. Give yourself 5 points for every (a) answer, 3 for each (b), 1 for every (c), and 0 for (d). Add it up and check the scale below to find your Instant Gender Aptitude.

Your Instant Gender Aptitude 0-15 Gender Freak This was child’s play for you, wasn’t it? But aren’t you delighted to see all this stuff appearing in mainstream culture? Maybe it’s time for you to break into a mainstream world, as freaky as you are.

16-25 Gender Outlaw Honey, you’re too far gone to make the climb back up to “real” man or “real” woman. Your next step would be to let yourself explore some of the places that really thrill you, no matter the social taboos. Just be kind and compassionate when you’re doing it, OK?

26-35 Gender Novice You’re not always taken for “normal,” are you? And this gender stuff is probably kinda new to you . . . a little scary and a little thrilling, right? Maybe it’s time to explore exactly what scares you. Go on . . . you know how to be gentle with yourself.

36-45 Well-Gendered Look, I know this gender-as-construct-or-performance stuff might sound weird, but the world is changing. Maybe someone in your own family or circle of friends or co-workers is exploring gender. It would probably pay off to study more of this stuff, if only to help you get along with them, and to keep up with people who are going to be living more and more outside gendered “norms.”

46-50 You’re Captain James T. Kirk! Omigod . . . I’ve always wanted to meet you! Look, when you boldly go where no man has gone before, it’s us freaks you’re going to meet up with. Honey, we are what makes life worth exploring.

57 My Gender Journey Gender Spectrum, https://www.genderspectrum.org/

As professionals working with families and their children, there is a unique and influential role to be played in helping create the conditions where children can be safe in authentically expressing and identifying their gender. By embracing the richness of the gender spectrum, teachers, counselors, therapists and other adults working with kids can help to broaden their own as well as children’s understandings of gender, and in so doing, help every child feel seen and recognized. An important part of that work is to consider one’s own experiences, messages, and beliefs about gender, both growing up as well as in your professional role.

Spend a few minutes looking over and answering the following questions. Write your answers down, and hang on to them. You may find it interesting to revisit your reflections at some point in the future, after you have had a chance to learn more about gender through training and your own efforts. Know that there are no “right” answers; each of us comes by our own understandings of gender in a context. Messages and traditions associated with gender are complex reflections of society, family, culture, community and other socializing forces. Use this opportunity to pause, and examine your own gender history.

The exercise is divided into two parts: the first asks you to think about your own personal experiences with gender, while the second looks at your professional experiences.

My Personal Gender Journey

1. Growing up, did you think of yourself as a boy, a girl, both, neither or in some other way? How did you come to that recognition? When? 2. What messages did you receive from those around you about gender? Did those messages make sense to you? 3. What’s your first memory of gender defining or impacting your life? 4. How were students who did not fit into expectations about gender treated in school by other students? By the adults around them? By you? 5. Have you ever been confused by someone’s gender? How did that feel for you? Why do you think you felt the way you did? 6. Has anyone ever been confused by your gender, possibly referring to you in a manner not consistent with your own sense of gender? How did that feel for you? Why do you think you felt the way you did? 7. Is there anyone in your immediate circle (family, close friends, colleagues) who is transgender or otherwise gender diverse? How would you characterize your comfort level about their gender? 8. If you were to describe your gender without talking about how you look or what you do, what would you share?

58 Acknowledgements

Discussion Guide

Writers Pam Chamberlain, Ellen Brodsky, Kristín Otharsson, & Sula Malina

Designer Kristín Otharsson

Advisors Sidney Monroe, The Theater Offensive Nick Bazo, The Theater Offensive

Reviewers

Marie Caradonna OUT MetroWest

Mishy Lesser Upstander Project

Jeff Perrotti, Massachusetts Safe Schools Program for LGBTQ Students

Vinnie Pompei Human Rights Campaign

Gunner Scott Pride Foundation

Kim Westheimer Gender Spectrum

This discussion guide was produced with support from The H. van Ameringen Foundation.